문화예술교육의 국가별 분석을 통한 학교문화예술교육 정책적 함의

Abstract

The purpose of this study was to examine the policy implications through analysis of arts culture education in school by counties. The systematic review of literature used in this study consisted of five steps: ‘document search’, ‘document selection and selection’, ‘document extraction’, ‘document analysis’, and ‘discussion of analysis results’. The number of documents identified through database search was 1,089, the number of selected documents through format sorting is 889, the number of selected documents through content sorting is 635, 211 were selected. All of this process was done by setting criteria for selection of literature. The results were as follows. First, it was understood that the orientation and continuous expansion are achieved through the understanding of the arts education policy. Second, the policies and trends of arts and culture education in various countries were found through the policy of England, France, Japan and Ireland. Third, the policy situation of arts and culture education has been led by the Korean government. Fourth, the school arts and arts education can be understood as aesthetical linking of the subjects, building a system connected with the local community, close cooperation with the institutions, applying and expanding the traditional culture, and establishing the culture for the enjoyment of arts.